Magdalena Kersting
Biographic Data
| ID | 6553260 |
|---|---|
| NAME | Magdalena Kersting |
| GIVEN NAMES | Magdalena |
| FAMILY NAME | Kersting |
| SIGNATURE | KERSTING M |
| AFFILIATIONS | University of Copenhagen |
| ORCID | 0000-0003-3568-8397 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Impact of Practical Work on Student Activity and Content Knowledge Learning
Practical work has been demonstrated to offer various benefits for science learning. Despite benefits, several studies have indicated that practical work does not necessarily improve the learning of content knowledge. This study employed a video observation manual to systematically analyse the practical work in 73 videotaped science lessons from ten primary and ten lower secondary classrooms in Norway. Our findings suggest that students were more…
Embodied, Epistemic Cognition in Higher Science Education
This study synthesises two pivotal philosophical notions related to student learning in higher science education, i.e., embodied cognition and epistemic cognition, employing theoretical and empirical inquiries into epistemic practices in teaching laboratories. We conceptualise laboratory work as an authentic context for embodied, epistemic practices and critically review both philosophical notions in light of recent developments in science educat…
A systematic literature review of embodied cognition in k-12 STEM education
Embodied, Enacted, and Multimodal
Over the past decades, science education research has extensively examined the role of metaphors in teaching and learning science. However, much of the existing research has focused on verbal manifestations of metaphors, thereby overlooking aspects of metaphors that may occur in non‐verbal form. This study reconceptualises metaphors as dynamic performances rather than mere verbal expressions by integrating perspectives from embodied cognition, en…
A comparative study of teachers’ conceptualisations and enactment of inquiry-based science education
Inquiry-based science education (IBSE) is widely championed as an effective instructional approach, with teachers being key agents in its implementation. While substantial research exists on students’ learning outcomes in IBSE, the relationship between teachers’ conceptions of IBSE and their classroom implementation remains unclear. This study addresses this gap by comparing teachers’ expressed understandings and enactments of inquiry practices t…
Dual Lenses on Science Classroom Interaction
Unpacking the complexities of learning processes in science education often requires more than just one analytical framework. Despite the need for such analytical and, by extension, methodological diversity, the science education research literature reveals a scarcity of studies integrating multiple analytical perspectives, thereby possibly overlooking crucial aspects of meaning-making and learning. Addressing this gap, we present a methodologica…
What Is the Role of the Body in Science Education? A Conversation Between Traditions
Bodily engagement with the material and sociocultural world is ubiquitous in doing and learning science. However, science education researchers have often tended to emphasize the disembodied and nonmaterial aspects of science learning, thereby overlooking the crucial role of the body in meaning-making processes. While in recent years we have seen a turn towards embracing embodied perspectives, there persist considerable theoretical and methodolog…
From founding voices to future visions
Over the past decades, languages and literacies have become a prominent focus in science education research and practice. While there is broad consensus on the central roles of disciplinary, representational, and cultural languages and their associated literacies in learning and teaching science, the field faces a critical moment. An ever-growing number of new theoretical and methodological perspectives have revealed rich facets of the multilingu…
Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools
A large body of research has studied the role and potential of inquiry to increase the quality of teaching in science education. While much of this existing research is based on international large-scale assessment studies, we still lack a clear understanding of the factors that influence the quality of inquiry-based science teaching in actual classroom practices. In this paper, we operationalise teaching quality through an observation manual, an…
‘I loved exploring a new dimension of reality’ – a case study of middle-school girls encountering Einsteinian physics in the classroom
In recent years, the science education research community has become increasingly interested in the learning domain of Einsteinian physics (EP). While the literature has provided accounts of how EP education can impact secondary and undergraduate students’ attitudes and engagement with physics, we still lack such research with younger students. This exploratory case study addresses this need and adds to our knowledge of how middle-school girls’ e…
A Growing Body of Knowledge
Science deals with the world around us, and we understand, experience, and study this world through and with our bodies. While science educators have started to acknowledge the critical role of the body in science learning, approaches to conceptualising the body in science education vary greatly. Embodiment and embodied cognition serve as umbrella terms for different approaches to bodily learning processes. Unfortunately, researchers and educator…
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‘I loved exploring a new dimension of reality’ – a case study of middle-school girls encountering Einsteinian physics in the classroom
In recent years, the science education research community has become increasingly interested in the learning domain of Einsteinian physics (EP). While the literature has provided accounts of how EP education can impact secondary and undergraduate students’ attitudes and engagement with physics, we still lack such research with younger students. This exploratory case study addresses this need and adds to our knowledge of how middle-school girls’ e…
A Growing Body of Knowledge
Science deals with the world around us, and we understand, experience, and study this world through and with our bodies. While science educators have started to acknowledge the critical role of the body in science learning, approaches to conceptualising the body in science education vary greatly. Embodiment and embodied cognition serve as umbrella terms for different approaches to bodily learning processes. Unfortunately, researchers and educator…
Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools
A large body of research has studied the role and potential of inquiry to increase the quality of teaching in science education. While much of this existing research is based on international large-scale assessment studies, we still lack a clear understanding of the factors that influence the quality of inquiry-based science teaching in actual classroom practices. In this paper, we operationalise teaching quality through an observation manual, an…
What Is the Role of the Body in Science Education? A Conversation Between Traditions
Bodily engagement with the material and sociocultural world is ubiquitous in doing and learning science. However, science education researchers have often tended to emphasize the disembodied and nonmaterial aspects of science learning, thereby overlooking the crucial role of the body in meaning-making processes. While in recent years we have seen a turn towards embracing embodied perspectives, there persist considerable theoretical and methodolog…
From founding voices to future visions
Over the past decades, languages and literacies have become a prominent focus in science education research and practice. While there is broad consensus on the central roles of disciplinary, representational, and cultural languages and their associated literacies in learning and teaching science, the field faces a critical moment. An ever-growing number of new theoretical and methodological perspectives have revealed rich facets of the multilingu…
A comparative study of teachers’ conceptualisations and enactment of inquiry-based science education
Inquiry-based science education (IBSE) is widely championed as an effective instructional approach, with teachers being key agents in its implementation. While substantial research exists on students’ learning outcomes in IBSE, the relationship between teachers’ conceptions of IBSE and their classroom implementation remains unclear. This study addresses this gap by comparing teachers’ expressed understandings and enactments of inquiry practices t…
Dual Lenses on Science Classroom Interaction
Unpacking the complexities of learning processes in science education often requires more than just one analytical framework. Despite the need for such analytical and, by extension, methodological diversity, the science education research literature reveals a scarcity of studies integrating multiple analytical perspectives, thereby possibly overlooking crucial aspects of meaning-making and learning. Addressing this gap, we present a methodologica…
The Impact of Practical Work on Student Activity and Content Knowledge Learning
Practical work has been demonstrated to offer various benefits for science learning. Despite benefits, several studies have indicated that practical work does not necessarily improve the learning of content knowledge. This study employed a video observation manual to systematically analyse the practical work in 73 videotaped science lessons from ten primary and ten lower secondary classrooms in Norway. Our findings suggest that students were more…
Embodied, Epistemic Cognition in Higher Science Education
This study synthesises two pivotal philosophical notions related to student learning in higher science education, i.e., embodied cognition and epistemic cognition, employing theoretical and empirical inquiries into epistemic practices in teaching laboratories. We conceptualise laboratory work as an authentic context for embodied, epistemic practices and critically review both philosophical notions in light of recent developments in science educat…
A systematic literature review of embodied cognition in k-12 STEM education
Embodied, Enacted, and Multimodal
Over the past decades, science education research has extensively examined the role of metaphors in teaching and learning science. However, much of the existing research has focused on verbal manifestations of metaphors, thereby overlooking aspects of metaphors that may occur in non‐verbal form. This study reconceptualises metaphors as dynamic performances rather than mere verbal expressions by integrating perspectives from embodied cognition, en…
Science education (9 works) · Science Education and Pedagogy (8 works) · Pedagogy (5 works) · Embodied cognition (4 works) · Psychology (4 works) · Sociology (4 works) · Action Observation and Synchronization (2 works) · Anthropology (2 works) · Cognition (2 works) · Computer Science (2 works)